Lower Secondary Teacher Guide - Education.gov.pg

ScienceLower SecondaryTeacher GuidePapua New GuineaDepartment of Education

ScienceIssued free to schools by the Department of EducationPublished in 2006 by the Department of Education, Papua New Guinea Copyright 2006, Department of Education, Papua New GuineaAll rights reserved. No part of this publication may be reproduced, stored in aretrieval system or transmitted by any form or by any means electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.ISBN 9980–935–80–4AcknowledgmentsThe Lower Secondary Science Teacher Guide was written, edited andformatted by the Curriculum Development Division of the Department ofEducation. The development of the Teacher Guide was coordinated by JaneYanimu Ecneme Pagelio.Teachers, inspectors, tertiary educators, community members,representatives from non-government organisations, and the ScienceSubject Advisory Committee have assisted in the development of thisteacher guide through meetings, workshops and consultations.This document was developed with the support of the AustralianGovernment through the Curriculum Reform Implementation Project.ii

Lower Secondary Teacher GuideContentsSecretary’s message. ivIntroduction . 5Teaching and learning. 8Assessment. 20Planning and programming . 26Grade 9 units. 31Grade 10 units. 86Recording and reporting. 123Resources . 126Glossary . 128Appendices . 130iii

ScienceSecretary’s messageThis Science teacher guide is to be used by teachers of science whenimplementing the Lower Secondary Science syllabus (Grades 9 and 10)throughout Papua New Guinea. The Lower Secondary Science syllabusidentifies the broad learning outcomes for this level and the unit learningoutcomes. The Science teacher guide gives more information for teachers ofScience about what to teach, how to assess students’ achievement oflearning outcomes, and various strategies for facilitating teaching andlearning.This teacher guide provides limited samples of teaching and learningstrategies. It is therefore important that teachers of Science use theirinitiative and innovative minds to ensure the Lower Secondary Sciencesyllabus is appropriately implemented. The many suggested teaching andlearning strategies can be used to make meaningful student learning.I challenge the teachers of Science to go beyond their own personal beliefsand understanding about the nature of science by researching andinvestigating today’s scientific developments in order to promote howindigenous knowledge and practice blends with contemporary scientificknowledge, skills and values. Teachers of Science have an important role inensuring that students understand that contemporary scientific knowledge isactually a hybrid knowledge, meaning all cultures have contributed to thedevelopment and acceptance of these knowledge, skills and values.I encourage teachers of Science to thoroughly read through this guide andestablish a sound understanding of how to use this document.I further challenge the teachers of Science to provide realistic and hands-onpractical activities both indoor and outdoor to enable students to experiencethe nature of science and provide explanations for various phenomenaaround them and the global environment.I commend and approve this Lower Secondary Science Teacher Guide foruse in all schools with Grades 9 and 10 students throughout Papua NewGuinea.DR JOSEPH PAGELIOSecretary for Educationiv

Lower Secondary Teacher GuideIntroductionThe purpose of this teacher guide is to support you, the teacher of Scienceto implement the Science syllabus.All lower secondary syllabuses use an outcomes approach to education.This simply means that teaching and learning is focused on student learning.Activities in the science room or laboratory are designed to help students toachieve the specified learning outcomes. The Science syllabus specifies theunit learning outcomes that students achieve at the end of each unit. Theunit learning outcomes build towards the specified broad learning outcomesthat students achieve at the end of Grade 10.This Science teacher guide expands on the learning outcomes for each unitto help you plan unit activities and teaching strategies. It encourages you,the teacher of Science to develop activities that are appropriate and relevantto help students achieve unit learning outcomes by research.Assessment of learning and assessment for learning are two importantconcepts in outcomes based education. This Science teacher guide providesfurther details of assessment tasks, and in most cases gives specificinstructions as to how assessment tasks are to be undertaken. It provideselaboration of the assessment criteria and detailed performance standardswhich you must use when marking the specified assessment tasks.Ideas, strategies and examples of activities that you, as a teacher of Sciencecan use are provided for each unit. When appropriate, directions are givenon how to undertake certain activities. Sample activities are outlined andelaboration of content and activities suggested.This Science teacher guide will stimulate you to develop creative andmeaningful teaching programs and lessons by enabling you to chooserelevant and purposeful activities and teaching strategies. It will encourageyou to research and look for new and challenging ways of facilitatingstudents’ learning.Science is the art of seeingthe atom in the universe and theuniverse in the atom5

ScienceSafetySafety in the laboratoryMany experiments particularly in chemistry use potentially dangerouschemicals and procedures. Teachers of Science are responsible for ensuringthe laboratory is a place where students can work safely and thisresponsibility has to be taken extremely seriously. Students must be told ofany potential dangers in laboratory tasks, and you must explain what safepractices are required. Everyone must follow appropriate laboratory andsafety rules in order to minimise risks associated with laboratory work. Mostaccidents in the laboratory can be avoided by following normal laboratorypractices and being aware of potential hazards. Safety and safe use ofequipment, in terms of personal use and storage of equipment, must beadhered to by both teachers and students.The most common types of accidents are: chemicals in the eyeschemicals on the bodycutsburns and scaldsgravity effects – slipping/falling/dropping.Others are: chemicals in the mouthfaintinginhalationbitesallergieselectric shockfire and explosions.You must be able to prevent accidents in the laboratories through: relevant management skillsappropriate knowledgesafe storing of chemicals and maintenance of equipmentappropriate attitudes to safety.Some points to keep in mind are: 6always be on the lookout for unsafe procedures – explain anddemonstrate the correct procedurecheck facilities, equipment and chemicals regularly.– a safety checklist isusefulfind out any potential hazards of chemicals before using them

Lower Secondary Teacher Guide wear appropriate protective clothing and ensure that students do thesameensure sensible behaviour by consistently enforcing the laboratory rules(these should be known by students and prominently displayed)publicise safety – use commercial or students’ own postershave safety equipment accessible, and know how to use all of itlabel all chemicals clearly, and attach hazards signs where necessarybe familiar with the location of master controls for turning off gas andpower.Always wash hands with disinfectant afterhandling animals and be certain to followcorrect procedures with microbiologicalspecimens. If in doubt, ASK!Safety equipment in the laboratory should include: fume cupboardsfire extinguishersfire bucket (with sand)fire blanketwell stocked first aid cabinet/boxstudent safety spectacleseye wash facilitiesgloves (disposable)safety screens for demonstration purposes.Sample of a set of school safetyrules can be found in theappendices section7

ScienceTeaching and learningA student-centred approach to learningIn this section some teaching and learning strategies that promote essentiallearning in Science are described. All teachers of Science are encouraged touse these when facilitating students’ learning.How students learnThere are many theories on how students learn but current educationalresearch suggests that students learn better when they are actively engagedin interesting, challenging and relevant activities.This teacher guide is based on the principle of learning and teaching bydoing.This is embodied in the Active Learning Credo statement by Silberman(1996) originally a Chinese proverb or maxim:“What I hear I forgetWhat I hear and see I remember a littleWhat I hear, see and discuss I begin to understandWhat I hear, see, discuss and do, I acquire knowledge and skillWhat I teach to another, I master”.It is further supported by other educational research findings that generallywe remember: 8only 20% of what we hearonly 40% of what we seebut 90% of what we hear, see, say, do and or discover for ourselves.

Lower Secondary Teacher GuideThis calls for changes in teaching approach where:Less emphasis is on using typical teacher–cantered/directed strategies that include: treating all students alike and responding tothe group as a whole focusing on students acquisition ofinformation presenting scientific knowledge throughlecture, text and demonstration asking for acquired knowledge testing students for factual information at theend of the unit or chapter maintaining responsibility and authority supporting competition working alone teacher talk, instructions, explanations,lectures or reading aloud directed question and answer sessions –usually for revision audio-visual presentations text books or worksheets directed assignments demonstration and modelling guest speakers chalk/whiter pen and board classroom displays, that are meaninglessMore emphasis is now placed on using studentcentred strategies that include: understanding and responding to individualstudent interests, strengths, experiences andneedsfocusing on student understanding and use ofscientific knowledge, ideas and inquiryprocessesguiding students in active and extendedscientific inquiryproviding opportunities for scientificdiscussion and debate among studentsconstructing own knowledgecontinuously assessing student understandingsharing responsibility for learning withstudentssupporting a classroom community withcooperation, shared responsibility and respectworking with other teachers to enhance thescience programexperiments/demonstrations in small groupworkexperiments/demonstrations as individualsresearch/inquiryproblem-solving activitiesquestion developingactivity centres/corners/areasskills practice through manipulation ofavailable technology/materials/equipmenteducational gamespresentations – written/oral/visualExperience based learningExperience based learning challenges students to learn and apply skills inactivities that involve real life consequences. Experience based learning isbased on the premise that to succeed in the future young people will need toknow how to: access and process new informationmake and modify planscooperate with othersadapt to, and manage changeapply what they have learned in new situationsthink globallywork with technologies and systems not yet imagined.9